1. (Comprehension) I have been to Alcatraz in San Francisco so I would introduce this lesson by showing pictures from my trip there. I would ask students what an island is and explain that the only way out there was by boat and the island was a prison for the worst criminals ever. Then I would want them to make a prediction about why an island would make such a great place for the worst of the worst criminals. After they tell me their predictions, I would explain that criminals could try to escape by swimming away but the guards would not care because there was no way that they would make the swim to San Francisco without dying because sharks would eat them. I would also have students look in the Dictionary and Encyclopedia and read out loud what the descriptions say.
Standard:RI. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Assessment: I will assess students on how well they participated in the discussion about Alcatraz and if they were focused or very distracted and not attentive.
2. (Comprehension) Students will make a prediction about what they believe this book is about my looking at the cover and listening to the title. As long as students answer the question, there cannot be a wrong answer because they are making a guess based on a few facts that are provided. The second slide has a picture of Al Capone. I want to see if my students have ever heard of him and if they have I want to know what they know. It is okay if they have never heard of him because he was around way before them. The last slide is a picture of the Newbery Honor Medal and I want students to tell me what the medal is and what they know about it. I would hope that they know that the medal means that the book has won awards for being outstanding and it will make them even more excited to read it! It is also a great time to introduce more information about Newbery Honor books.
Standard: RI. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Assessment: Students will be assessed on their responses to this voicethread. As long as they tried to answer my questions I will give them credit because the questions are really only getting them ready for the book that they should have no knowledge on yet.
3. (Vocabulary) These note cards would be a great way to prepare students for the upcoming vocabulary words in the book. Note cards can be added throughout the reading if students have questions on what a words means or stumble when coming across a word I will add it to the note cards. I have also added main characters and some facts about them because studying those is a great review for students before taking the quiz on the reading.
Standard: RI. 4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Assessment:This is a great way to assess students on the vocabulary words. It would also work to create a test on the characters from the story. Another way to test students knowledge would be to have them create the quiz questions and enter them into their own online quiz and have other students take their quizzes. This shows that the students can create their own questions based on what they have read because they were able to comprehend the story. Then checking to see how students did on completing the quizzes of their classmates would show me how well they comprehend the book. Some students might focus more on different parts of the book that we did not as a class so the students are forced to think about the book more in depth.
1. (Comprehension) Students will make a web of important people and facts from the book. This will be a continued process throughout the whole reading. This will allow students to take notes that will help them remember characters, places, and other important facts. This will show me as the teacher how much students comprehend about the book or if I need to slow down and help them understand more.
Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Assessment: I will often check the student's web to make sure that they have good and solid information. If anything major is lacking then I know that I need to explain certain things again.
2. (Comprehension and Fluency) Students will use this Diamond 9 to place nine events from the story in the order that they believe them to be most important. The main idea of the book would be the in the top diamond and the less important events closer to the bottom. This activity will allow me to check and see what students have learned through the reading and if they miss a significant event then I am able to go back and discuss it with them. It is also a great way to test what students learned because the side column is for explaining why they believe that is the ranking of important events. This would not need to be an online activity because I could create a document with nine boxes in the shape of a diamond and the students can write in their answers. This might be easier because students can write them in immediately as they happen but when students do them online they are able to drag and switch the location of any of the boxes if a more important event occurs.
Standard: RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I will be able to check students Diamond 9 charts to make sure that they understand the main points of the story. It will be interesting to see how important they think certain events are in the story compared to other classmates or the actual importance of the events.
3. (Comprehension) Students will create a chart that is similar to a KWL chart but will include what they know from the first few chapters of the book, what they want to know more about, and if the author ever answered about what they wanted to know more about. This will allow students to think about what they want to learn from the reading and reflect on if their questions or observations were answered.
Standard:RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I would assess this project by looking at the answers that students put and seeing if they had any unanswered questions by the end of the book. We would discuss why those questions went unanswered and it would be an informal discussion that would get students thinking in the shoes of the author and why she did/did not resolve their wonderings.
1. (Vocabulary and Phonics) Students will create a Glogster about their favorite part of the book. They need to include what chapter their favorite part is from and why they choose this as their favorite part. They will also tell what happened during that part of the book and why it is an important part of the book. This is a great way to get a feel for my students and their interests because they will tell why they liked a certain part of the book and that will give me clues about their personality or other books that might interest them so I am able to make suggestions for them about what to read next. It also causes them to think and reflect back to their favorite part and ask themselves why the author would include this part in the book and if it has any relevance to the whole plot of the book.
Standard: RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I will assess students based on if they answered all the requirements and created a creative and attractive looking Glogster.
2. (Comprehension) I would have students think back to what they learned about Alcatraz from reading the book. Then I would have them draw what they believe the island looked like back in the 1920s when criminals lived there. They would have to draw the island in the water, the parade grounds were the children played, the jail cells, the houses that guards families lived in, and whatever else they would like to add. They would be able to use their books to find sections where the island is described and draw what they envision it looked like.
Standard: RI. 4.9. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Assessment: Students will be graded on their drawings of their opinion of Alcatraz island. They need to have used some of the descriptions from the book about the island but they are also allowed to be creative on parts that they book left out. Their drawings need to be well done and creative.
3. (Phonics and Comprehension) For this activity I have created a bookshelf on Shelfari and students will be able to view books that were also written by Gennifer Choldenko or that had to do with Alcatraz. I will also allow students to add any books that they find that would fit the requirements. Students will then need to pick a book from the list and read it as their next silent reading book. After they finish reading I would want them to create a Venn diagram about the differences and similarities from each book that they had read. If it was about Alcatraz, they can find some facts that Gennifer Choldenko changed for the book or they can talk about her similar/different styles of writing.
Standard:RI. 4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Assessment: Students will be graded on how well they work at reading their new silent reading book and about how accurate and well thought out their Venn diagram was.
ED 401 Reading Strategies
May 2011
By: Tiffany Gottowski
Al Capone Does My ShirtsBy: Gennifer Choldenko
Anticipation Activities
1. (Comprehension) I have been to Alcatraz in San Francisco so I would introduce this lesson by showing pictures from my trip there. I would ask students what an island is and explain that the only way out there was by boat and the island was a prison for the worst criminals ever. Then I would want them to make a prediction about why an island would make such a great place for the worst of the worst criminals. After they tell me their predictions, I would explain that criminals could try to escape by swimming away but the guards would not care because there was no way that they would make the swim to San Francisco without dying because sharks would eat them. I would also have students look in the Dictionary and Encyclopedia and read out loud what the descriptions say.
Standard: RI. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Assessment: I will assess students on how well they participated in the discussion about Alcatraz and if they were focused or very distracted and not attentive.
Voicethread
2. (Comprehension) Students will make a prediction about what they believe this book is about my looking at the cover and listening to the title. As long as students answer the question, there cannot be a wrong answer because they are making a guess based on a few facts that are provided. The second slide has a picture of Al Capone. I want to see if my students have ever heard of him and if they have I want to know what they know. It is okay if they have never heard of him because he was around way before them. The last slide is a picture of the Newbery Honor Medal and I want students to tell me what the medal is and what they know about it. I would hope that they know that the medal means that the book has won awards for being outstanding and it will make them even more excited to read it! It is also a great time to introduce more information about Newbery Honor books.
Standard: RI. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Assessment: Students will be assessed on their responses to this voicethread. As long as they tried to answer my questions I will give them credit because the questions are really only getting them ready for the book that they should have no knowledge on yet.
Quizlet
3. (Vocabulary) These note cards would be a great way to prepare students for the upcoming vocabulary words in the book. Note cards can be added throughout the reading if students have questions on what a words means or stumble when coming across a word I will add it to the note cards. I have also added main characters and some facts about them because studying those is a great review for students before taking the quiz on the reading.
Standard: RI. 4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
My Studiyo
Assessment: This is a great way to assess students on the vocabulary words. It would also work to create a test on the characters from the story. Another way to test students knowledge would be to have them create the quiz questions and enter them into their own online quiz and have other students take their quizzes. This shows that the students can create their own questions based on what they have read because they were able to comprehend the story. Then checking to see how students did on completing the quizzes of their classmates would show me how well they comprehend the book. Some students might focus more on different parts of the book that we did not as a class so the students are forced to think about the book more in depth.
Building Knowledge Activities
Mindmeister
1. (Comprehension) Students will make a web of important people and facts from the book. This will be a continued process throughout the whole reading. This will allow students to take notes that will help them remember characters, places, and other important facts. This will show me as the teacher how much students comprehend about the book or if I need to slow down and help them understand more.
Standard: RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Assessment: I will often check the student's web to make sure that they have good and solid information. If anything major is lacking then I know that I need to explain certain things again.
Click here for larger version
Class Tools
2. (Comprehension and Fluency) Students will use this Diamond 9 to place nine events from the story in the order that they believe them to be most important. The main idea of the book would be the in the top diamond and the less important events closer to the bottom. This activity will allow me to check and see what students have learned through the reading and if they miss a significant event then I am able to go back and discuss it with them. It is also a great way to test what students learned because the side column is for explaining why they believe that is the ranking of important events. This would not need to be an online activity because I could create a document with nine boxes in the shape of a diamond and the students can write in their answers. This might be easier because students can write them in immediately as they happen but when students do them online they are able to drag and switch the location of any of the boxes if a more important event occurs.
Standard: RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I will be able to check students Diamond 9 charts to make sure that they understand the main points of the story. It will be interesting to see how important they think certain events are in the story compared to other classmates or the actual importance of the events.
3. (Comprehension) Students will create a chart that is similar to a KWL chart but will include what they know from the first few chapters of the book, what they want to know more about, and if the author ever answered about what they wanted to know more about. This will allow students to think about what they want to learn from the reading and reflect on if their questions or observations were answered.
Standard: RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I would assess this project by looking at the answers that students put and seeing if they had any unanswered questions by the end of the book. We would discuss why those questions went unanswered and it would be an informal discussion that would get students thinking in the shoes of the author and why she did/did not resolve their wonderings.
Consolidating Activities
http://tiffanygottowski.edu.glogster.com/al-capone-does-my-shirts/
1. (Vocabulary and Phonics) Students will create a Glogster about their favorite part of the book. They need to include what chapter their favorite part is from and why they choose this as their favorite part. They will also tell what happened during that part of the book and why it is an important part of the book. This is a great way to get a feel for my students and their interests because they will tell why they liked a certain part of the book and that will give me clues about their personality or other books that might interest them so I am able to make suggestions for them about what to read next. It also causes them to think and reflect back to their favorite part and ask themselves why the author would include this part in the book and if it has any relevance to the whole plot of the book.
Standard: RI. 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Assessment: I will assess students based on if they answered all the requirements and created a creative and attractive looking Glogster.
2. (Comprehension) I would have students think back to what they learned about Alcatraz from reading the book. Then I would have them draw what they believe the island looked like back in the 1920s when criminals lived there. They would have to draw the island in the water, the parade grounds were the children played, the jail cells, the houses that guards families lived in, and whatever else they would like to add. They would be able to use their books to find sections where the island is described and draw what they envision it looked like.
Standard: RI. 4.9. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Assessment: Students will be graded on their drawings of their opinion of Alcatraz island. They need to have used some of the descriptions from the book about the island but they are also allowed to be creative on parts that they book left out. Their drawings need to be well done and creative.
http://www.shelfari.com/o1515086748/shelf
3. (Phonics and Comprehension) For this activity I have created a bookshelf on Shelfari and students will be able to view books that were also written by Gennifer Choldenko or that had to do with Alcatraz. I will also allow students to add any books that they find that would fit the requirements. Students will then need to pick a book from the list and read it as their next silent reading book. After they finish reading I would want them to create a Venn diagram about the differences and similarities from each book that they had read. If it was about Alcatraz, they can find some facts that Gennifer Choldenko changed for the book or they can talk about her similar/different styles of writing.
Standard: RI. 4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Assessment: Students will be graded on how well they work at reading their new silent reading book and about how accurate and well thought out their Venn diagram was.